Generating and testing hypotheses are a natural part of hands-on, exploratory projects. Students can use technology such as simulators, spreadsheets, and virtual building apps to formulate ideas, try them out, and revise the schema in their minds. They can use the results to determine their next idea. Repeated planning, experimentation, and reflection cause learning to occur, as students perceive patterns or evidence based on their experiences (Pitler, Hubbell, & Kuhn, 2012).
Technology lends itself naturally to hands-on, constructivist learning. It provides a variety of methods for students to create artifacts such as videos, online books, voice threads, web sites, and blog posts. What makes each tool valuable is a teacher's insight into what type of project will stimulate disequilibration and lead to deeper thought, causing the learner to assimilate or accommodate new information (Laureate, n.d.). This happens when students need to generate and test hypotheses during their research.
References:
Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video
file]. Retrieved from https://class.waldenu.edu
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction
that works (2nd ed.). Alexandria, VA: ASCD.
HI! I completely agree that technology lends itself naturally to hands on learning. When students can create an artifact using technology their engagement and participation increases. I think technology is great to use either during the process of learning or as a means of producing a final product. In inquiry based learning, I find that technology allows students to focus on the bigger picture, interpreting, rather than spending time gathering information. This week I explored some tools that are helpful for students who are engage in gathering information in order to answer an initial question. From what I read, spreadsheets, graphic organizers or even probes are beneficial in aiding students in the information gathering process.
ReplyDeleteMarissa -
DeleteYes, using technology to make gathering information easier gives the learners a chance to focus on interpretation. This encourages higher level thinking skills.
Beth,
ReplyDeleteGenerating and testing hypotheses can be used in all subject areas not just science. Technology allows teachers to design activities that help students build knowledge on a topic. I love your idea of including simulators, virtual field trips, and spreadsheets. Do you have any specific apps you have used for simulators, as I would like to include them in my curriculum?
Jamie
I have actually never used a simulator in any of my lessons. I did a quick search and found a few options - most of which seem geared toward older students. Minecraft is considered a simulation game, and with the correct guidance can be a great arena for problem-solving and demonstrating knowledge - http://www.topappcharts.com/479516143/app-details-minecraft-pocket-edition.php. Flight simulators are at http://appadvice.com/appguides/show/flight-simulators-for-the-ipad, a surgeon simulator is at https://itunes.apple.com/us/app/surgeon-simulator/id814977594?mt=8, and even a goat simulator (what it's like to be a goat) at http://www.topappcharts.com/868692227/app-details-goat-simulator.php.
ReplyDeleteI have been trying to think of different ways to be able to utilize technology in project-based learning. What are some ways that you use technology? How do you plan on using VoiceThread? What grades will you use it with?
ReplyDelete